Day 4 Thinking about DI. But first… ASCD discovery, after our discussion yesterday… 1/jun/28/students-map-out-local-

Day 4

Thinking about DI

But first…

ASCD discovery, after our discussion yesterday…

http://www.knoxnews.com/news/2011/jun/28/students-map-out-local-government/

Mapping out your plan

Differentiated Instruction usually means looking at three areas:

• Content (Skills/content that we want students to learn)

• Process (How students will learn this)

• Product (How students will show us that they have learned this)

Share in groups…

What is your most favorite example of differentiating

Process, Product, and/or Content that you can share with others?

Alignment Check again…

Initially, you checked for alignment between your KUD’s.

Now, you want to double-check alignment of your summative assessment with your KUD’s. Is the summative assessment asking kiddos to demonstrate those same KUD’s in a new setting?

How to determine assessments needed (again, use the skills/content of your summative assessment to start your thinking about this…what skills/content must students have in order to be successful at the Summative Assessment?):

What is the skill/content (the KNOW/DO)?

What are my readiness/ affect/ LS/ Intelligence concerns about this?

How can I preassess for this/ how have I pre-assessed for this?

How can I formatively (dip-stick) assess for this?

Tiered Assignments

In a DI classroom, the teacher: Uses varied levels of tasks to ensure that students explore

ideas. Uses varied levels of tasks that asks students to use skills

at a level that builds on what they already know. Uses varied levels of tasks that encourage student growth.In a DI classroom, the students Explore the same essential ideas. Work at different levels of thought. Work at varied degrees of difficulty on their tasks.

How can you differentiate content?

You can tier complexity of the content (depth, breadth). Use your standards and GE’s… they are already tiered for you… if you look above and below…

You can also differentiate the source of content.

Content: What are we talking about?

Content consists of ideas, concepts, skills, knowledge that we want students learn. The way we differentiate content is by thinking hard about the depth and complexity of this, depending upon what a student currently knows and where you want him/her to move.

Prek-4 5-8 9-12

6.4.a. Demonstrate understanding of concepts of past, present and future (e.g., create time lines, create chronologies based on narratives, compare and contrast family life, or school, and community life in different periods);6.4.b. Examine local history by reading historical narratives and documents, investigating artifacts, architecture, and other resources that illustrate key periods in local history (e.g., investigate local town's history and establish its connection/place with Vermont and other cultures);6.4.c. Investigate the impact of new knowledge and inventions (e.g., the knowledge of fire, the printing press, the cotton gin, train, automobile, textile, machine, electricity, steam); and

Evidence Prek-4 b. and c. applies, plus-6.4.aa. Demonstrate the ways that time has been organized throughout history (e.g. linear, cyclical) and various dating system (e.g., A.D., B.C.); and6.4.dd. Sequence historical eras; identify the characteristics of transitions between eras, being sure to make connections to the present; and research, examine, and analyze historical data from each era: VERMONT The Pre-Contact to 1608 Era -discover how Abenaki oral tradition reflects and influences their society

The Colonization Era (1609-1774) -interpret the impact of resettlement on Abenaki, European colonizers, and the environment

Evidence Prek-4 b. and c. applies, plus-6.4.ddd. Sequence historical eras; identify the characteristics of transitions between eras, being sure to make connections to past and present; and research, analyze, and synthesize historical data from each era: VERMONTThe Growth and Emergence of Modern Vermont Era (1860-1930) -discover the impact Vermonters made on the Civil War and the war's impact on life in Vermont -discover the environmental and industrial factors that effect the emergence of modern Vermont (e.g. the great flood of 1927 and immigrations)

History Historical Connections6.4 Students identify major historical eras and analyze periods of transition in various times in their local community, in Vermont, in the United States, and in various locations world wide, to interpret the influence of the past on the present. This is evident when students:

Content Differentiation continued…

Differentiate the source of your content. For example, if you have to extract content from a source (text book, resources, materials), make sure there is a wide range of sources to choose from, in terms of difficulty.

For example, if I am going to learn how to fix my computer, I want the EASIEST source (a picture book is best).

Tiering by Resources

Tier Where Plants and Animals Live

Tier I. Use picture books to help you locate 3 animals and 3plants that live in each of the following habitats: desert,ocean, tundra, plains. Create a poster using yourpictures where you sort them by habitat. Include labels.

Tier II. Use National Geographic Kids Magazines to help youfind pictures and information about the followinghabitats: desert, ocean, tundra, plains. Create a bookletof your habitats with pictures and write a one paragraphsummary explaining the information you found.

Tier III. Use the internet to help you find kid-friendly websites forthe following habitats: desert, ocean, tundra and plains.Critique each website and create a reference documentfor your classmates that includes important facts andinformation to help them find quickly what they need.

Considerations for Content Differentiation

Do you have the knowledge to expand your content expectations (especially for those students who are at either end of a vast spectrum)?

Do you have the resources/materials to access, that will help with the content acquisition? (on-line resources, librarians, other teachers at other grades)

Process Differentiation

Coming up with different “ways” students can learn the material.

Peer learning (heterogeneous groupings or partners) Teacher coaching (homogeneous groups or individual

help) Stations/centers/independent study/contracts Accessing learning styles/intelligences Scaffolding (templates, helping devices) Technology tools help with the process

When thinking Process Differentiation:

You have to think about how to structure your time, both in the day and over the week…

How you use your human resources in the class (you, your teaching partners, your special educators, your students)…

Set up a schedule that works for you, that takes into consideration both activities and time.

As students move through the process…

Keep track, formatively, of how they are doing.

Match that growth/ acquisition against where your standard/ benchmark of competency.

Use that data to determine who you will be giving extra support to, giving extension opportunities to…

Data collection is EXTREMELY important!

It isn’t enough to do these assessments. You need some sort of a data collection system, related to the KUD’s and points of interest, so that you can monitor growth of students easily.

This will also help you group students for either extensions or remediation (flexible grouping).

Example of data collection form:

Student Purpose Organization

Details VT GUM

Mary M M N M N

Bill N B N N M

Joe M M M M B

Nedim B N B N N

Suzette N N M M M

Sponge/ “Lag time” activities

This is an important thing to have on-hand, so that as students finish at different rates, they can move onto another activity without wasting time.

Examples: specific skills practice, journaling, silent reading, working on the problem of the week, contract work.

Product Differentiation

Tiered assignments of a variety of forms…

Warning…

These are somewhat boring examples… think of using a Web 2.0 tool, that addresses the 21st century attributes in combination to learning styles, interests, and readiness.

Think of your scenarios.

Tiering by Product

Tier Groups are formed based on learning preference,using Gardner’s multiple intelligence

Solar System: Study of rotation andrevolution of the earth.

Tier I.Visual-Spatial

Create a flip book, diagram, or modelshowing the rotation and revolution of theearth around the sun.

Tier II.Bodily-

Kinesthetic

Position and move three people todemonstrate the concept of revolution androtation of the earth with respect to themoon and sun.

Tier III.Logical-

Mathematical

Make a timeline of a year detailing theposition of Vermont with respect to the sun.

Tiering by Complexity

Tier Read and respond to a Time for Kids articleon global warming

Tier I. Write a public service announcement using jingles,slogans, or art to convey why global warming is aproblem and what people can do to prevent it.

Tier II. Conduct a survey of peer awareness andunderstanding of global warming. Design a limitednumber of questions and decide how to report yourresults such as with charts or in a newscast.

Tier III. Debate the issue. How serious is global warming?Each side should express a different viewpoint.Provide credible evidence to support your opinionsand arguments.

Product Differentiation - Health

VISUAL ORAL WRITTEN KINESTHETIC

Create a storyboard for a TV“ad” usingfew/no words tomake the point

Radio-spot(publicinformation withmusic timed,lead-in)

Brochure for apediatrician’soffice for kids9-16 withgraphics

Pantomime astruggle of “will”regarding smoking– including adecision withrationale

Comic bookparody withsmoking superheroes/heroines

Nightline (T.Koppel, withteen whosmokes,tobacco farmer,CEO, personwithemphysema

Research &write aneditorial thatcompares therelative costsand benefits oftobacco to NC– submit forpublication

Act out a skit onpressures tosmoke andreasons not tosmoke.

Tiering by Outcome

Tier Students use the same materials, but what theydo with the materials is different.

Pattern Block Math

Tier I. Identify all the ways you can group your patternblocks.

Tier II. Identify all the different patterns you can makewith your pattern blocks.

Tier III. Create a bar graph to show all the different kindsof pattern blocks in your bag.

RAFTs as Projects (also think about them as possibilities for a Summative Assessment)

Students pick, or are assigned, one row on the RAFT.

They take a specific role. They address a specific audience

within a given format. They address a specific topic.

Creating a Raft for Immigration Unit

ROLE AUDIENCE FORMAT TOPIC

12 year old boy whocame from Europe in

the steerage

Best friend inGermany Letter

Crossing theocean on the ship

Ship CaptainEmigrants

waiting to cometo America

BookletHow to prepare for

your trip

Artist arriving at EllisIsland from France

Graphic designfirm in NYC

picture postcard Wish you werehere

Dorothy HargroveNYC Sophisticate

Mayor of NYCEditiorial

We are beingoverrun byforeigners

Father arriving in firstclass from Italy

Wife andchildren in Italy Letter

Don’t worry. It’seasy to immigrate!

Math RAFT

ROLE AUDIENCE FORMAT TOPIC

Fraction Whole # Petition To beconsidered partof the family

ImproperFraction

Mixed Numbers ReconciliationLetter

We’re more alikethan different

A simplifiedfraction

A non simplifiedfraction

Public ServiceAnnouncement

A case forSimplicity

GCF Common Factor Nursery Rhyme I’m the greatest!

EquivalentFractions

Non-equivalent Personal ad How to find yoursoulmate

Process/Product Example

Curriculum compacting

Curriculum Compacting:

Curriculum compacting is one of the most common forms of curriculum modification for academically advanced students. It is also the basic procedure upon which many other types of modifications are founded. Compacting is based on the premise that students who demonstrate they have mastered course content (through pre-assessment), or can master course content more quickly, can “buy time” to study material that they find more challenging and interesting (Renzulli and Reis, 1985). This study is usually in the form of an independent study, that a student will negotiate with a teacher (or choose from a list of options), that related to the EU’s and Content Understandings of a unit.